2020 年 91 巻 2 号 p. 83-93
This study aims to clarify the function of cram schools’ counseling support for students and parents from the cram schools’ perspective and to investigate the relationship between providing counseling support and variations in cram school teachers’ job satisfaction and exhaustion. Survey participants consisted of 440 cram school teachers. Exploratory factor analysis revealed that counseling support was divided into 3 functions: (a) providing care and support for students; (b) facilitating students’ communication with their parents; and (c) being empathetic towards parents. Furthermore, satisfaction was classified into impact on students and self-sufficiency, while exhaustion was classified into being busy and patient and failure to respond to student needs. Structured equation modeling found that cram school teachers who were satisfied with their impact on students provided more of the 3 types of counseling support mentioned above. In addition, cram school teachers who were exhausted by the failure to respond to student needs provided more care and support for students.